A professor wants his/her students to learn as much as possible in a short period of time, which do you think is more helpful in achieving this goal: requiring students to work together as a group or to work alone.
Whether professors should help students learn as much as possible via encourage students to work together arouses a heated debate. Some people agree with the statement, while others claim that asking students to work individually is a more advisable suggestion. As far as I am concerned, I believe that the first option is better. My reasons are as follows.
To begin with, making sure that students have strong motivation is a judicious approach for lecturers to help students learn as much as possible, and asking students to cooperate with each other as a group can assist students in developing strong motivation. For example, my college web design professor demanded that students should participate in at least one professional web design programming project. Therefore, whenever I saw my teammates work diligently and design a friendly, intuitive, and beautiful front-end, it motivated me to write high-quality back-end codes because I did not want to devastate my team member's hard working. Eventually, I always had the motivation to carry on that project, and I gained lots of knowledge from the course because I devoted a great amount of time doing it. On the contrary, my calculus professor required me to do all problem sets in the textbook alone. Nevertheless, I was extremely afraid of arcane math equations, so I frequently felt lackluster and depresse whenever I did my math assignments alone. Consequently, I only leared a few calculus skills because I became less motivated whenever I studied that subject.
Furthermore, encouraging communication is another way for professor to help students acquire as much knowledge as possible, and requiring students to work together as a group can undoubtedly facilitate communication. Take my algorithm professor as an example. My professor required every students to join algorithm group discussions every week. The problems proposed by my teacher are diabolically difficult, but through class discussion, my classmates and I were able to exchange different ideas and thoughts. As a result, I learned a plethora of insightful ideas and points of view from different students. On the other hand, my machine learning lecturer asked students to train deep-learning models all by ourselves. Hence, since my teacher considered discussion as plagiarism, I could not ask my classmates for help whenever I failed to understand details and procedures of building such models. Accordingly, I did not have opportunities to exchanging knowledge with other classmates, so I did not learn AI concepts efficiently and effectively. So apparently, not allowing students to interact with others might make them procure less knowledge.
In conclusion, I maintain that encourage students to work together is an advisable method to help students learn as much as possible, considering the aforementioned reasons and examples.
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- Do you agree or disagree with the following statement All university students should be required to take history courses no matter what their field of study is Use specific reasons and examples to support your answer 73
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- Your friend plans to reduce his living expense He has following three options 1 Find a roommate to share the room to reduce costs 2 Buy fewer expensive electronic devices like smart phones 3 Cook more at home buy fewer expensive food items and not go to r 76
Grammar and spelling errors:
Line 1, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Whether” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
Whether professors should help students learn a...
^^^^^^^
Transition Words or Phrases used:
accordingly, apparently, but, consequently, first, furthermore, hence, if, nevertheless, so, therefore, while, at least, for example, in conclusion, as a result, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2426.0 1977.66487455 123% => OK
No of words: 447.0 407.700716846 110% => OK
Chars per words: 5.42729306488 4.8611393121 112% => OK
Fourth root words length: 4.59808378696 4.48103885553 103% => OK
Word Length SD: 3.19021150776 2.67179642975 119% => OK
Unique words: 242.0 212.727598566 114% => OK
Unique words percentage: 0.541387024609 0.524837075471 103% => OK
syllable_count: 755.1 618.680645161 122% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 58.0450602975 48.9658058833 119% => OK
Chars per sentence: 115.523809524 100.406767564 115% => OK
Words per sentence: 21.2857142857 20.6045352989 103% => OK
Discourse Markers: 10.0476190476 5.45110844103 184% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.294018400305 0.236089414692 125% => OK
Sentence topic coherence: 0.0891998216565 0.076458572812 117% => OK
Sentence topic coherence SD: 0.100475415941 0.0737576698707 136% => OK
Paragraph topic coherence: 0.224233793622 0.150856017488 149% => OK
Paragraph topic coherence SD: 0.0473038066902 0.0645574589148 73% => OK
Essay readability:
automated_readability_index: 14.8 11.7677419355 126% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 14.21 10.9000537634 130% => OK
dale_chall_readability_score: 9.06 8.01818996416 113% => OK
difficult_words: 124.0 86.8835125448 143% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.